In order to get closer to the dream, we need to move towards it.
Jill Douka, MBA, MCC
www.GlobalacademyofCoaching.com
Focus your coaching on the following core competencies until the next video class:
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BOOK |
HOW TO PARTICIPATE INTO THE LIVE CLASSES
Instructions:
Please download www.zoom.us at your pc.
Then click on Join a meeting and add in the meeting id 298-790-7708
If you would like to join the call via smartphone, please search for the Zoom app in your app store (it’s free) and download prior to the call.
When you are live on the video conference, you can turn on your video and un-mute your microphone by clicking the buttons on the lower left-hand side of your screen. Turning on your video and sound is totally optional, but we encourage you to participate!
You will have access to a “chat” feature as well, by clicking on the chat icon on the bottom of your screen.
Instructions:
Please download www.zoom.us at your pc.
Then click on Join a meeting and add in the meeting id 298-790-7708
If you would like to join the call via smartphone, please search for the Zoom app in your app store (it’s free) and download prior to the call.
When you are live on the video conference, you can turn on your video and un-mute your microphone by clicking the buttons on the lower left-hand side of your screen. Turning on your video and sound is totally optional, but we encourage you to participate!
You will have access to a “chat” feature as well, by clicking on the chat icon on the bottom of your screen.
YOUR CALENDAR
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ARTICLES |
Communicating Effectively
Direct Communication
Ability to communicate effectively during coaching sessions, and to use language that has the greatest positive impact on the client.
1. Is clear, articulate and direct in sharing and providing feedback.
2. Reframes and articulates to help the client understand from another perspective what he/she wants or is uncertain about.
3. Clearly states coaching objectives, meeting agenda, and purpose of techniques or exercises.
4. Uses language appropriate and respectful to the client (e.g., non-sexist, non-racist, non-technical, non-jargon).
5. Uses metaphor and analogy to help to illustrate a point or paint a verbal picture.
Facilitating Learning and Results
Creating Awareness
Ability to integrate and accurately evaluate multiple sources of information and to make interpretations that help the client to gain awareness and thereby achieve agreed-upon results.
1. Goes beyond what is said in assessing client’s concerns, not getting hooked by the client’s description.
2. Invokes inquiry for greater understanding, awareness, and clarity.
3. Identifies for the client his/her underlying concerns; typical and fixed ways of perceiving himself/herself and the world; differences between the facts and the interpretation; and disparities between thoughts, feelings, and action.
4. Helps clients to discover for themselves the new thoughts, beliefs, perceptions, emotions, moods, etc. that strengthen their ability to take action and achieve what is important to them.
5. Communicates broader perspectives to clients and inspires commitment to shift their viewpoints and find new possibilities for action.
6. Helps clients to see the different, interrelated factors that affect them and their behaviors (e.g., thoughts, emotions, body, and background).
7. Expresses insights to clients in ways that are useful and meaningful for the client.
8. Identifies major strengths vs. major areas for learning and growth, and what is most important to address during coaching.
9. Asks the client to distinguish between trivial and significant issues, situational vs. recurring behaviors, when detecting a separation between what is being stated and what is being done.
Direct Communication
Ability to communicate effectively during coaching sessions, and to use language that has the greatest positive impact on the client.
1. Is clear, articulate and direct in sharing and providing feedback.
2. Reframes and articulates to help the client understand from another perspective what he/she wants or is uncertain about.
3. Clearly states coaching objectives, meeting agenda, and purpose of techniques or exercises.
4. Uses language appropriate and respectful to the client (e.g., non-sexist, non-racist, non-technical, non-jargon).
5. Uses metaphor and analogy to help to illustrate a point or paint a verbal picture.
Facilitating Learning and Results
Creating Awareness
Ability to integrate and accurately evaluate multiple sources of information and to make interpretations that help the client to gain awareness and thereby achieve agreed-upon results.
1. Goes beyond what is said in assessing client’s concerns, not getting hooked by the client’s description.
2. Invokes inquiry for greater understanding, awareness, and clarity.
3. Identifies for the client his/her underlying concerns; typical and fixed ways of perceiving himself/herself and the world; differences between the facts and the interpretation; and disparities between thoughts, feelings, and action.
4. Helps clients to discover for themselves the new thoughts, beliefs, perceptions, emotions, moods, etc. that strengthen their ability to take action and achieve what is important to them.
5. Communicates broader perspectives to clients and inspires commitment to shift their viewpoints and find new possibilities for action.
6. Helps clients to see the different, interrelated factors that affect them and their behaviors (e.g., thoughts, emotions, body, and background).
7. Expresses insights to clients in ways that are useful and meaningful for the client.
8. Identifies major strengths vs. major areas for learning and growth, and what is most important to address during coaching.
9. Asks the client to distinguish between trivial and significant issues, situational vs. recurring behaviors, when detecting a separation between what is being stated and what is being done.
ICF CORE COMPETENCIES RATING LEVELS
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The Coaching Manual
The Definitive Guide to The Process, Principles and Skills of Personal Coaching by Julie Starr |
Please share to private group
1) How can an exception benefit us?
2) What is judgment?
3) Can a mentor be a judgmental person?
4) What is your number in the confidence check and what is the main feeling?
5) What are your learnings from Jill Douka mentoring relationship with Jack Canfield?
6) Name 10 reasons why mentoring is named one of the most effective professional development tools
7) Who was the first mentor?
8) Name 7 differences between coaching and mentoring
9) Name 5 qualities of a good mentor
10) What do we want to achieve with mentoring?
11) Why is integrity important for mentoring?
12) Why is confidentiality important for mentoring?
1) How can an exception benefit us?
2) What is judgment?
3) Can a mentor be a judgmental person?
4) What is your number in the confidence check and what is the main feeling?
5) What are your learnings from Jill Douka mentoring relationship with Jack Canfield?
6) Name 10 reasons why mentoring is named one of the most effective professional development tools
7) Who was the first mentor?
8) Name 7 differences between coaching and mentoring
9) Name 5 qualities of a good mentor
10) What do we want to achieve with mentoring?
11) Why is integrity important for mentoring?
12) Why is confidentiality important for mentoring?
Observe in your coaching sessions where you are actually applying the Core competencies and in which level of accreditation
SEE COMPARISON TABLE HERE
SEE COMPARISON TABLE HERE
WEEK 7
Executive Coaching and Mentoring
Executive Coaching and Mentoring
Mentoring Module 1
What is Mentoring - Mentoring Agreement
Jill Douka MBA, MCC
Please read the following articles and discuss with your Accountability Partner your learnings.
Please develop your own mentoring agreement based on your coaching agreement.
Please share with the group and your accountability partner
Please share with the group and your accountability partner
Who would be your ideal mentor? How can you ask him/her to become your mentor?
Funny Mentoring Video How bad can a mentoring session go?
Please find ICF competencies, print them and study them.
These are the base of our coaching practice.
https://coachfederation.org/core-competencies
These are the base of our coaching practice.
https://coachfederation.org/core-competencies
